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Postsecondary Education for Students withDisabilities, including those with ID, Autism
Webinar: Autism Now
October 4 2011Maria Paiewonsky
Institute for Community Inclusion
University of MA Boston
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Research
Training/Technical Assistance
Dissemination
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Overview of webinar
Participants will learn about:
Opportunities for postsecondary education for
students with disabilities, including those withintellectual disabilities, autism
Traditional and non-traditional pathways to college
College support & services
Findings from student research about their collegeexperiences
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College opportunities
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Higher Education Opportunity Act
(HEOA)
Enacted August 14, 2008 Reauthorizes the Higher Education Act of
1965, as amended
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Key Provisions
Defining Intellectual Disability forpurposes of the Act
Universal Design for Learning Financial Aid eligibility Model Demonstrations
Coordinating Center
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Definition of Intellectual Disability
For the purpose of this program, the bill defines a student withan intellectual disability to be a student:
(A) With a cognitive impairment, characterized by significantlimitations in(i) intellectual and cognitive functioning; and(ii) adaptive behavior as expressed in conceptual, social, andpractical adaptive skills; and
(B) Who is currently, or was formerly, eligible for a free
appropriate public education under the Individuals withDisabilities Education Act.
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Model Demonstration
Include a focus on : Academic enrichment
Socialization
Independent living skills Integrated work experiences
Person-centered planning
Partnering with local educationalagencies
Creation of a meaningful credential forstudents upon completion of theprogram.
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Traditional and Non-TraditionalPathways
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Supports and Services
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Accommodations
Requestaccommodations
Eligibility
Accommodationspacket
Typical
accommodationsinclude note-taking,untimed tests, extendeddeadlines, assistive
technology
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Specialized Accommodations
Educational coach ormentor
Usually paid for with
grant funds or throughVR, DDS
Supported educationmodel (faded support)
Counseling support
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Student perceptions
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Think, Hear, SeeBelieve College
DOCUMENT
SHARE
DISCUSSRECOMMEND
ACT
REFLECT
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Think College Voicethread
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Feeling different
Free
Mature
Challenged
Held to expectations Meet new people
Educated
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Coursework differs from high
school Access to different
courses at college
Getting an educationnow
A lot more work andmore responsibility
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College example from same
student
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Adjusting to college work
Initially difficult toadjust to harderclasses
Try to talk to peoplewho have taken theclass
Its worth it but beprepared
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Grace: Art classComments about 15th century artist
He had this philosophy.You know, the way youlook at things. His imageof life was heaven and adark side. He was weird.He was different fromother people. Me, I thinkhe was too harsh.People need to have a
second chance. You really have to look at
his art to understandhim. (HieronymusBosch)
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Basic Design
The assignment was tomake a book using thehead of a famousperson.
I chose Benazir Bhuttobecause she lookedmysterious, foreign,and because she was
different. I was not trying to pick
the one that was aneasy grade, just theone that was interestingto me.
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Working with educational coaches
Important, especiallywhen you first startcollege
Coaches need to keeptheir distance
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Student-Educational Coach Agreement
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Acknowledging difficulty
College work can behard
Talk to people in
learning center anddisability services
Dont give up
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College life
Find ways to get to knowother people
Students are usingcomputers to emailfriends, use socialnetworking sites, look upsports news
Using fitness center
Not enough time oncampus
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Transportation
Learn to use/takeresponsibility for owntransportation
Ask family and friendsto help
Few options in rural
communities make ithard to continue
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Questions?
Thank you.
Contact information:Maria Paiewonsky
Institute for Community Inclusion, University of MA
Boston
617-287-7697
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